This paper focuses on university lecturers’ planning of undergraduate statistics education. In particular, this study explored aspects of lecturers’ intended curricula such as how lecturers interpret the learning outcomes of statistics courses, their beliefs about specific topics, about teaching approaches and students’ learning of statistics at university. Interview data from interviews with twenty statistical methods lecturers using the repertory grid interviewing technique was used to identify the participants’ curricular goals and beliefs when planning their teaching practices. This data suggested a statistical reasoning curriculum that emphasised ‘basic’ statistical techniques and non-statistical skills, with an emphasis on content rather than intended learning outcomes. This paper discusses implications of the methodological approach and findings
